Repositório Colecção:http://hdl.handle.net/10451/4
Thu, 24 May 2018 19:59:21 GMT2018-05-24T19:59:21ZPathways to cooperation networks: the case of university libraries in Portugalhttp://hdl.handle.net/10451/31039
Título: Pathways to cooperation networks: the case of university libraries in Portugal
Autor: Sanches, Tatiana
Resumo: In the world of libraries, the idea of cooperation is nothing new. Actually it is both a cause and a consequence of the manner of organising and standardising access to knowledge. The international standardisation of cataloguing rules, globally accepted classification systems, system interoperability and the standardisation of metadata are some of the ways found to unite libraries worldwide. However, cooperation networks can go beyond data and information. They can take effect through common goals, sharing experiences, joining efforts, and enhancing economies of scale. In this paper, I will address three paths being developed in Portugal regarding cooperation between university libraries.
The first path is at national level and concerns the activities of the professional association of librarians, archivists and documentalists, in particular of the working group on higher education libraries. Here we find transversal cooperation projects between libraries and the beginnings of a Network of University Libraries, currently in the making.
The second path shows how a Portuguese university – the University of Lisbon – has worked as a consortium with its 18 libraries. Focused on standardising document treatment systems – the common catalogue and the discovery system –, pro-cooperation work is essential for the service provided to users.
The third path show how the author’s research within the scope of higher education libraries is in itself a reflection of cooperation networks. Once a research project is outlined, opportunities for partnerships and cooperation emerge, thus enriching librarians and the libraries where they work.
Cooperation networks in the context of higher education libraries add to efforts to improve, in that they provide more strength and flexibility, because they involve different partners seeking to bring out the best of each one to achieve common goals, with tangible results which benefit all.Fri, 01 Dec 2017 00:00:00 GMThttp://hdl.handle.net/10451/310392017-12-01T00:00:00ZBibliotecas e pessoas: interligações positivas na Universidade de Lisboahttp://hdl.handle.net/10451/29752
Título: Bibliotecas e pessoas: interligações positivas na Universidade de Lisboa
Autor: Melo, Luíza Baptista; Sanches, Tatiana; Matos, Gaspar; Torres, Patrícia
Resumo: O atendimento nas bibliotecas tem vindo a transformar-se ao ritmo da tecnologia, supondo-se que a mediação entre informação e utilizadores de bibliotecas tem vindo a perder o seu lugar. No entanto, nas bibliotecas de ensino superior, as mudanças decorrentes da implementação de tecnologias de uma forma ubíqua não retirou importância do contacto direto dos utentes com os profissionais. O presente estudo analisa de que forma as interações dos profissionais têm impacto nos utilizadores. O estudo insere-se numa análise mais abrangente e consiste numa avaliação transversal levada a cabo em três instituições de ensino superior, em Portugal, relativa ao atendimento das suas bibliotecas. Para tal foi realizado um inquérito aplicado a uma amostra de utilizadores, alinhado com indicadores das normas ISO 16439, que permitem aferir a qualidade do atendimento em bibliotecas, possibilitando medir os fatores que influenciam e afetam os comportamentos dos utilizadores.Sun, 01 Oct 2017 00:00:00 GMThttp://hdl.handle.net/10451/297522017-10-01T00:00:00ZContributos de la ALFIN a la Ciencia Abiertahttp://hdl.handle.net/10451/29750
Título: Contributos de la ALFIN a la Ciencia Abierta
Autor: Lopes, Carlos; Antunes, Maria da Luz; Sanches, Tatiana
Resumo: O campo de atuação da Ciência Aberta traduz-se num processo colaborativo, transparente, de disseminação, criação e de transferência de conhecimento, acessível à investigação e assente nos princípios do acesso aberto. Os diferentes agentes do processo de investigação, munidos de um conjunto de competências de literacia da informação, adquirem a aptidão, em ambientes de informação impressa ou digital, e tendo por base o seu próprio pensamento crítico e reflexivo, de transformar a informação em novo conhecimento. Este artigo explora a integração dos conceitos da Ciência Aberta na literacia da informação. Apresenta-se uma reflexão teórica que evidencia os contributos da literacia da informação em contexto académico e na dinâmica da produção de ciência. Conclui-se que a literacia da informação se assume como uma ferramenta de aprendizagem essencial para o desenvolvimento da Ciência Aberta, potenciando o entendimento crítico dos conteúdos, a par do desenvolvimento e do progresso da investigação.; ABSTRACT - The scope of Open Science translates into a collaborative, transparent process of dissemination, creation, and transfer of knowledge, accessible to research and based on the principles of open access. The different agents of the research process, equipped with a set of information literacy skills, acquire the ability, in print or digital information environments, and based on their own critical and reflexive thinking, to transform information into new knowledge. This article explores the integration of Open Science concepts in information literacy. It presents a theoretical reflection that shows the contributions of information literacy in the academic context and in the dynamics of the production of science. It is concluded that information literacy is an essential learning tool for the development of Open Science, enhancing the critical understanding of content, as well as the development and progress of research.Sun, 01 Oct 2017 00:00:00 GMThttp://hdl.handle.net/10451/297502017-10-01T00:00:00ZInformation Literacy in Portuguese University Context: a Necessary Interventionhttp://hdl.handle.net/10451/29749
Título: Information Literacy in Portuguese University Context: a Necessary Intervention
Autor: Lopes, Carlos; Sanches, Tatiana; Antunes, Maria da Luz; Andrade, Isabel; Alonso Arevalo, Julio
Resumo: Due to the Bologna process, but also in light of technological and communication changes, the current context of higher education requires a reconfiguration of the way we learn (ACRL, 2012). Driven to deal with new learning environments, students must handle information, know how to choose it, interpret it, evaluate it, and use it (ACRL, 2000, 2015). It is therefore necessary to value information (in itself and for what it represents in terms of rights and the exercise of citizenship), and understand that its domain, that is, its literacy, is an essential investment in the context of higher education (Allan, 2010). A group of authors from various quarters came together in a research group – Grupo de Investigação em Psicopatologia, Emoções, Cognição e Documentação, Information Literacy in the University Context, based in ISPA, Instituto Universitário – in an attempt to respond to a gap that exists in Portugal: the lack of a book in Portuguese to meet the needs of professionals working on this theme (Horton, 2016). Based on national and international contributions, with the newest developments in this field, this open access e-book (Lopes, Sanches, Andrade, Antunes, & Alonso-Arévalo, 2016) seeks to anchor information literacy in theoretical research to sustain practices, but also to present exemplary cases for inspiration and replication in different educational contexts (Sayers, 2006). It presents ideas and shares experiences, broadens horizons and sheds some light on the national panorama as regards information literacy, barely visible before this initiative. Different formulations, perspectives and approaches seek to provide diverse, extensive input and to respond to the challenge laid down by professionals of this area (especially those intervening in higher education libraries) who have interacted with the authors over the past few years. The purpose of this paper is to describe the challenge which motivated this research work, explaining and encouraging improved learning and academic achievement, through awareness of concrete action by the professionals who develop their action with and for information literacy, in the higher education context.Fri, 01 Sep 2017 00:00:00 GMThttp://hdl.handle.net/10451/297492017-09-01T00:00:00Z